PERMIE KIDs – Education that Nourishes Life

Our community of parents, caregivers, educators, community organizers and educational resource developers come together to help our children develop the wisdom and skills to be able to nourish life – within themselves, relationships with others and Earth. We believe that all children are our children and education is our greatest resource to change the story and create a more just and compassionate world.

PERMIE KIDs and permaculture is not a curriculum. PERMIE KIDs is a Community Supported Education (CSE) network that inspires, supports and shares the collective wisdom of Nature and community-oriented families, educators, artists and designers. Our role is to help you remember and use what is already uniquely present in your place and community to create resilient and regenerative “learning landscapes” that help children design beautiful relationships with themselves, others and Nature.

5 Ways to Learn More

Changing Consciousness

What does it mean to learn, educate and be educated?

Traditional Education


Acquire knowledge, subject and grade appropriate

Lifelong, transdisciplinary* learning that crosses the boundaries of traditional education through natural curiosity, inquiry, exploration, action, and reflection

Education means obtaining basic understanding of disparate pieces of information, compartmentalized into subject areas deemed “important” by people/organizations other than the learner

Inquiry, exploration, and reflection driven by personally meaningful knowledge and experiences provide transdisciplinary learning opportunities that can confirm prior knowledge, conflict with previous understandings promoting reflection, stimulate interest and drive future learning, and promote engagement in, not just understanding of, the world

Teachers teach children

Learners, of all ages, drive lifelong learning with the support and guidance of educational facilitators, including people and nature

Teachers have the answers and impart knowledge onto children

We are all learners and we are all educators at times; Learning facilitators (who, ideally, are lifelong learners themselves), as well as learners, are constantly acquiring,refining, and sharing conceptual understandings, factual knowledge, skills, and personal characteristics based on past, present, and future knowledge, beliefs, values, and experiences

Boredom is bad and educators need to keep students busy

Freedom from rigid structure, physically, mentally, and emotionally, promotes creativity, reflection, and self-regulation

School is the place people go to learn

Our communities and the world, within and around us, provide meaningful learning opportunities if and when learners are empowered to observe, ask questions, explore, innovate, act, and reflect

Ethical STEAM-ulating Learning

Go beyond Science, Technology, Engineering, Arts, Mathematics (STEAM). Learning the scientific “know how” is not enough. We must design ethical STEAM-ulating learning that helps our children cultivate the wisdom for “knowing how” to use what is being learned to care for themselves, others and Earth. To do this, we need to co-create community, place-based and social educational environments that values, allows and expects children to approach learning and life from a ethical, solutions-oriented perspective.

Together with our children we engage in an emergent learning process to co-create a new educational “story.” We help children to forge their own path in learning and life while developing the knowledge, skills and confidence in their ability to be in deep relationship with self, others, Earth and all our relations.

Challenges are simply opportunities to better nourish life. Challenges, when viewed through an ethical solutions-oriented perspective, call us into deeper and more honest relationships and action in order to transform the world.

Our community is brought together by 3 ethics that drive our decisions and actions include:

  1. All in Relation
  2. Earth Care
  3. People Care

The ethics are broad and overarching, providing an ethical foundation for playfully exploring the knowledge, characteristics and thinking skills that help our children transition from the “me” to the “we.”

* Transdisciplinary learning involves study that integrates, interconnects, and/or transcends across more than one subject area (i.e. learning about planting a garden, depending on the developmental level of the learner, may include elements of science (inquiry, observation, scientific method, biology, chemistry, weather, geology, environment, technological concepts/techniques/inventions), math (numbers, patterns, colors, geometry, measurements, addition, subtraction, multiplication, division, fractions, decimals, graphing), language arts (reading, writing, speaking, listening, interviewing, presenting, research, non-verbal communication), social studies (physical health, community, economic concepts, changes over time, geography/geopolitics, civic issues, democratic issues, politics, historical/current events, media/advertising), art (art forms, art history, art mediums, symbolism), technology (compass, ruler, triangle, protractor, calculator, abacus, slide rule, online resources/websites, phone/computer apps), and life skills (cooking, food storage, time/resource management, patience, resilience, sense of humor, acceptance, value/results of labor)

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